• (The) Research of the performance art and culture
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• no.36
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• pp.531-551
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• 2018

The educational trait that the arts and cultural education and dance strive for at a time when the ethical tasks of life is the experience for insight of life. The awareness of time entrusted with the intensity [depth] of artistic and aesthetic experience is to contain its implication with policy and system. In the policy territory, broad perception and strategy are combined and practiced to produce new implication. Therefore, on the basis of characteristics and spectrum persuaded at a time when the arts and cultural education and dance education are broadly expanded, the result of this study after taking a look at the role of dance education within the arts and cultural education is shown as follows. The value striving for by the culture and arts education and dance education is to structure the life form with the artistic experience through the art as the ultimate life description. This is attributable to the fact that the artistic trait structured with self-understanding and self-expression contains the directivity of life that is recorded and depicted in the process of life. The dance education in the culture and arts education has the trait to view the world with the dance structure as the comprehensive study as in other textbook or art genre under the awareness of time and education system category within the school system and it has diverse social issues combined as related to the frame of social growth and advancement outside of school. When taking a look at the practical characteristics (method) of dance based on the arts and cultural education business, it facilitates the practice strategy through dance, in dance, about dance, between dance with the artist for art [dance]. At this time, the approachability of dance is deployed in a program based on diverse artistry for technology, expression, understanding, symbolism and others and it has the participation of enjoyment and preference. In the policy project of the culture and arts education, the dance education works as the function of education project as an alternative model on the education system and it also sometimes works as the function for social improvement and development to promote the community awareness and cultural transformation through the involvement and intervention of social issues.

• Journal of Climate Change Research
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• v.4 no.4
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• pp.409-416
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• 2013

Recently, the property damage has been increasing due to climate change in South Korea. While the general public has become more aware of the environmental issues, but the environmental education system has not been able to meet up with the demands of the public. The purpose of this study is to suggest preliminary data which is needed for developing a environmental textbook. A survey was conducted to meet the following requirements. Respondent's level of interest in problems or situations concerning the following eight themes: fundamental science, health and medicine, aerospace engineering, life science, electrical electronics, telecommunication, mineral and energy resources, environment. The data was collected from 139 students in Seoul and Gyeonggi province. The results showed that health and medicine issues interest students the most (49.6%), followed by environment (46.8%). We asked the respondents who were very interested in each question for their reasons, and they answered that environmental issue is related to the improvement of their life quality (53.8%) than their curiosity (38.5%). Students were very interested in the other issues because of just curiosity. Most students (90.6%) said seasonal change was not same each year. 18.0% of respondents replied that they and their friends had experienced climate change. The majority of students (94.2%) thought that they will experience natural disaster blamed on climate change during their life. In other words, climate change is already the day-to-day events of their lives. The majority of their opinions, more then three than ten students(30.9%) said the South Korean government should conduct an energy saving campaign to climate change problems followed by expanding new renewable energy (24.5%), conducting adaptation policies of climate change(22.3 %), introducing of a system as like $CO_2$ emissions trading(20.9%) and so on. There are more Stu- dents (69.1%) who know of new renewable energy than students who don't know it; however, respondents who know the meaning very well were just 18.7% showing that most students dimly know the meaning of new renewable energy.

• Korean Journal of Heritage: History & Science
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• v.44 no.3
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• pp.18-43
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• 2011

The results of study on planting and cultivate of Hong Man-Seon(1643~1715)'s 'Salimkyungjae(The Economy of Forest)' the first summative textbook of agricultural skill of South Korea, are as follows. First, 'Salimkyungjae' suggests that one can enrich oneself, eat fruits in fall, enjoy the shade of trees in summer, and enjoy flowers in spring if one plants tree with 10 year plan with knowledge of ecology. Second, the number of plants had increased continuously from the early Chosun Dynasty to the mid Chosun Dynasty. The 52 plants in the book are classified into 31 trees, 8 shrubs, 3 others, and 10 herbs, and 28 of them are fruit trees. Hence, we can see that the book is for the promotion of welfare. Third, planting(transplantation) is the best on January of the lunar calendar, and the second on February, and fertile soil should be added much. Trees must be planted as deep as once it was planted, and buttressed. It will sprout well if it is planted at the depth of one inch, and planting a cutting should be carried out at the early March with 5 inch and finger-thick branches. Grafting is the best when it begins to sprout. Fruit trees will bear many fruits if they are grafted at the direction of South, and fruits will be greater if the trees' branches are cutting off on January. Especially, January was selected for the best season of planting traditionally. Fourth, flower trees are planted or sowed with manure around January and February of the lunar calendar, and it is recommended to replant them into flowerpots with manure when having flower buds around March and April of the lunar calendar. It would bloom earlier when using water mixed with stable manure, and sulfur smoke can be used in order to change the flower color from red to white. Flowerpots would be placed at half shaded lot with being supported by bricks. Pomegranate, gardenia, camellia and four-season flower should be planted after flowers fallen. When flower trees are beside walls, they need to be rotated frequently since their branches all point toward house. Seeds need to be preserved in a sunny hut, where its entrance and ventilating openings would be at south because it is convenient to manage pots. Fifth, insects hidden at fruit trees would be destroyed by torch smoke when roosters cry on New year's day of the lunar calendar. Insects would be decoyed into straw hanged at dawn of Cheongmyeongday(淸明日). Insects on fruit trees would be controlled using sulfur powder to close up holes or sulfur smoke to fumigate. Particularly, it suggests that utilization of fertile soil would be the best solution for growing health plants and preventing pest.

• Korean Journal of Heritage: History & Science
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• v.46 no.3
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• pp.172-193
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• 2013

This study examines the production techniques and raw materials shown in the Korean dried-lacquer statues of Buddha through a careful observation of the Seated Dried-lacquer Bodhisattva Statue from the late Goryeo Dynasty which is currently possessed by Okura Museum of Art in Tokyo. As a method of study, the X-ray data and the results from a field survey were combined to analyze the production techniques and the characteristics of raw materials. Based on this analysis, a hypothesis was established on the production process and verified through a reenactment of the actual production process. Then, the characteristics of the techniques applied to each process and the raw materials were recorded in detail. Specifically, the dried lacquer techniques and the raw materials were estimated based on the results of naked-eye observation in comparison with the literature, especially the records of "Xiu Shi Lu" written by Huang Cheng of the Ming Dynasty which is considered as 'the textbook of lacquer techniques.' The raw materials used in the production of the traditional Korean lacquerware inlaid with mother-of-pearl were also referenced. As a result, it was found that the features of production techniques and the raw materials found in the Statue at Okura Museum of Art have many similarities with those of the Seated Dried-lacquer Statue of Lohan (Arhat) from Yuanfu 2 Nian Ming (1098) of the Song Dynasty which is currently at the Honolulu Museum of Art. In particular, the similarities include that the interior of the statue being vacant because the clay and the wood core were not replaced after being removed from the prototype, that the complete form was made in the clay forming stage to apply the lacquer with baste fiber fabric, that the clay and the wood core were removed through the bottom of the statue, and that the modeling stage was omitted and the final coat over the statue is very thin. Additionally, decorating with ornaments like Bobal and Youngrak made of plastic material was a technique widely popular in the Song Dynasty, suggesting that the Seated Dried-lacquer Bodhisattva Statue in Okura Museum of Art was greatly affected by the production techniques of the Dried-lacquer Buddha Statue from the Song Dynasty. There is no precise record on the origin and history of the Korean Dried-lacquer Buddha Statues and the number of existing works is also very limited. Even the records in "Xuanhe Fengshi Gaoli Tujing" that tells us about the origin of the Dried-lacquer Buddha Statue from the Yuan Feng Period (1078~1085) do not indicate the time of transmission. It is also difficult to trace the clear route of transmission of production techniques through existing Dried-lacquer Buddha Statues. Fortunately, this study could at least reveal that the existing Dried-lacquer Buddha Statues of Korea, including the one at Okura Museum of Art, have applied the production techniques rather differently from those used in the production of Japanese Datsukatsu Dried-lacquer Buddha Statues that have been known as the standard rule in making dried-lacquer statues of Buddha for a long time.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• (The)Study of the Eastern Classic
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• no.41
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• pp.361-384
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• 2010

This paper focused on studies of Noneo Jilseo("論語疾書") written by Lee Ik, also known as his honored name, Seong Ho(星湖). Seong Ho(星湖) also had left 10 types of exegetical commentary other than Noneo Jilseo("論語疾書"). The reason for choosing Noneo Jilseo("論語疾書") was that the teachings of Kongzi(孔子) were contained in Noneo("論語"). Also when we understand the Analects of Kongzi(孔子) correctly, we will be able to understand other Confucian Canons accordingly. Seong Ho(星湖) recommended Zhuzi(朱子) pronounced Noneo Jipju ("論語集註") as a critical commentary on the Analects. That is because there are no writings that had considered pupils' opinions and all of the various situations as much as Noneo Jipju ("論語集註"). For this reason, Noneo Jipju ("論語集註") could play a role as an excellent text. However, it is not just quality of the book that matters. While reading the main body, there is an author's comment, saying "For now, I write down my skeptical point of view." With this short note, the author expressed that "Collected Annotation on the Analects" was not necessarily the best teaching. This is the consequence of 'doubt.' We should be skeptical about the Analects of Confucius. That is not to say that the Analects are unconditionally bad. Seong Ho(星湖) expounded that the beginning students should regard Noneo Jilseo("論語疾書") as their textbook, but do not cling only to the disciplines elucidated in the book. Seong Ho(星湖) had written Noneo Jilseo("論語疾書") in order to help people to understand Confucius correctly. Although this book was written during his early professional years, Seong Ho(星湖) had grasped the essence of teaching precisely. Then, what is the essence? That is 'Doubt.' Innate factors therein can be correctly understood through 'Doubt.' In this context, Seong Ho(星湖) had made such comment as "For now, I write down my skeptical point of view." To understand the opinions of Confucius correctly, this process that being doubtful about the text is necessary. The Analects of Confucius are just similar to a coded message. To know accurately about the code, it is necessary to start from 'Doubt' at the first. Such a "Doubt" shall be a key to decrypt the coded messages further.

• (The)Study of the Eastern Classic
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• no.36
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• pp.375-402
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• 2009

In this study, the researcher put together the changing process of Chinese Confucian into Korean Confucian Thought in the dimension of Chiin 'Governing of Others. By analyzing 'Seonghak jibyo' which is reinterpretation of 'Daehak' and also academic enrichment, the researcher investigated the aspects of acceptance of 'Daehak' in Joseon Period. 'Daehak' was the basic textbook for 'Emperorship Learning'(帝王學, 'Jewang Hak') as well as 'Sage Learning'(聖學, 'Seong Hak') over the whole Joseon Period, and it can be understood that 'Seonghak jibyo'- the Essentials of Sagely Learning compiled by Yulgok(栗谷) is the totalization of such learning. Yulgok organized the system of 'Seonghak jibyo' largely in five volumes and placed Samgangnyeong(三綱領, Three Doctrines or Essential Principles) and Paljomok(八條目, Eight Articles) of 'Daehak' in an appropriate manner. Among those, 'Chiin' was discussed intensively in the Volume Three, 'Jeonga'(正家-Family in Correct State) and also the Volume Four, 'Uijeong'(爲政 the king exercises government by means of his virtue). In the volume, 'Jeonga', Yulgok clearly arranged the core virtues for which the family is obliged to put into practice in everyday life having segmented the contents of the doctrine of Jega(齊家-to order family relationships) in 'Daehak', and, in 'Uijeong', Yulgok deepened the contents of 'Chiguk Pyeongcheonha'(治國平天下, ordering the state, bringing peace to the whole world) and presented consciousness on the spirit of contemporary as well as the practice of the state managements in an affirmative manner. These prove the validity of learning steps by presenting the practice guideline to fit the situation while well preserving the basic system of Confucian thought that leads to 'Chiin' (治人-'Governing of Others' or Governance of humankind) based on 'Sugi'(修己, the cultivation of the self). And such viewpoints feature the characteristics of Joseon Confucian Thought which had been through more abundant enrichment process than Chinese Confucian. Therefore, Yulgok's thoughts expounded in The Essentials of Sagely Learning(聖學輯要, 'Seonghak jibyo') can be regarded as criteria to understand humanity and arts cherished by Joseon people, as well as the distinctive features of politics.

• (The)Study of the Eastern Classic
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• no.34
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• pp.287-310
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• 2009

The purpose of this study is examining the contents of Mugyeongchilseo researching of Mukwashichwi in early Joseon Dynasty. The conclusions are following in several facts. First, the subjects of test are distinctly divided into 2 different parts. These are martial art test and textbook one. The martial art test was focused on archery and skill of spear. otherwise the text test was consisted of Byeonseo and Saseosamgyeong. Second, Mukwashichwi had 2 different courses Mukwkjo and Dosijo. Each of them also had 3 steps Chosi, Boksi Jeonsi. Regarding text test, the person who applied Mukwjo was able to choose 1 text book of Saseoogyeong, 1 text book of Mugyeongchilseo and 1 text book of "Tonggam", "Byeongyo", "Janggambagui", "Mugyeong", "Sohak" and "Gyeonggukdaejeon". But, the person who applied Dosijo was able to choose 1 text book "Noneo", "Maengja", 1 text book of Ogyeong and 1 book of "Tonggam", "Janggambagui", "Byeongyo", "SunTzu". Third, As the result of examining 42 articles of Mugyeongchilseo in records of Joseon Dynasty. There was unstable stardards in Mukwashichwi at that time. So It needed various texts book to take a test. But, after king Seongjong, "Gyeonggukdaejeon" was completed assigned and the standard text book was set up and applied. Finally, considering important meaning of Mugyeongchilseo, It had been existed as text book of Mukwashichwi for a long time and never deleted like many other books. It had always played critical roles of every types of Mukwa test and had been rules of military appointment.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.